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Sequence 6(1908/1985), faced this issue and concluded that children should be given an already-finished, beautiful garden. This might… |
Sequence 2Ponds were identified as the home of frogs or the home of the turtles. A massive solitary rock on the edge of a garden was a… |
Sequence 10professional assistance" (119). Efforts by people such as Frederick Leboyer have brought to our consciousness the… |
Sequence 24Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 100Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 114professional assistance" (119). Efforts by people such as Frederick Leboyer have brought to our consciousness the… |
Sequence 122Ponds were identified as the home of frogs or the home of the turtles. A massive solitary rock on the edge of a garden was a… |
Sequence 7When I arrived in New York, I visited Cobb's collection of books at Columbia Teacher's College-and I noticed that… |
Sequence 10is never any bad weather, only wrong clothing." These experiences also confirm the importance of flexible schedules,… |
Sequence 18Annan, K. We the Peoples. New York: United Nations Publications, 2000. BBC. Soul. Three part video series. London: BBC-TV,… |
Sequence 27clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 8The two outcomes of this kind of attachment to nature are a sense of self as one who is confident and authentic, and a… |
Sequence 32paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 1PROFILE: THE COBB SCHOOL, MONTESSORI by Carolyn Conto Ross Tile Cobb School, Montessori, in Simsbury, Connectic11t,Jo11nded… |
Sequence 2The Cobb School has a process in place to iden- tify students who would benefit from a modifica- tion of the program (see… |
Sequence 3nificant improvement has been noted, the teacher and/ or program coordinator will contact the parents. Any other relevant Cobb… |
Sequence 4ties, and may be used as a preliminary quantitative measure when identifying students with special needs. The learning… |
Sequence 5The Cobb School Montessori Process for Helping Students with Learning Needs Student's name, ___________________ _ Date… |
Sequence 6The Cobb School Montessori Teacher's Referral Student's name ___________________ _ Date of Birth ________ _… |
Sequence 7List and describe strategies that have been used with the child: Results of those strategies: Suggestions/ recommendations… |
Sequence 8The Cobb School Montessori Parents' Inquiry* Student's name ___________ _ Date of Birth. ____________ _ Parents… |
Sequence 13291 O’Shaughnessy • Epilogue: The Child and the Environment to Adolescence 98). Here the children are allowed to explore… |
Sequence 13291 O’Shaughnessy • Epilogue: The Child and the Environment to Adolescence 98). Here the children are allowed to explore… |
Sequence 646 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 around their homes, too. And they often wrote about this out-of- school… |
Sequence 747 Chawla • The Natural World as Prepared Environment I did find, however, that among the authors who recorded these… |
Sequence 1050 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 that it is nature and culture together that give these experiences their… |
Sequence 1858 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 4142 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The Cobb School has a sister school in Bhutan, which is a small kingdom… |
Sequence 7145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 6566 Bronder, Ann Kenny. (1981). Lasting impressions: The Montessori approach. Momentum,.!±_, 36-37, (2). Brooklyn Eagle. (… |
Sequence 70(1908/1985), faced this issue and concluded that children should be given an already-finished, beautiful garden. This might… |
Sequence 125Ponds were identified as the home of frogs or the home of the turtles. A massive solitary rock on the edge of a garden was a… |
Sequence 133professional assistance" (119). Efforts by people such as Frederick Leboyer have brought to our consciousness the… |
Sequence 147Return to the basics-focus on what is ultimately important in life. We must learn to use our senses again. Reclaim the gifts… |
Sequence 141When I arrived in New York, I visited Cobb's collection of books at Columbia Teacher's College-and I noticed that… |
Sequence 144is never any bad weather, only wrong clothing." These experiences also confirm the importance of flexible schedules,… |
Sequence 152Annan, K. We the Peoples. New York: United Nations Publications, 2000. BBC. Soul. Three part video series. London: BBC-TV,… |
Sequence 181clams, jellyfish, starfish, sponges, spiders, vertebrates, leeches, lawyers, and other species began to develop. (Adapted… |
Sequence 90The two outcomes of this kind of attachment to nature are a sense of self as one who is confident and authentic, and a… |
Sequence 43paper and pen to record his thoughts and sketch his passionate observations of the Sierra Mountains. The process of writing… |
Sequence 285PROFILE: THE COBB SCHOOL, MONTESSORI by Carolyn Conto Ross Tile Cobb School, Montessori, in Simsbury, Connectic11t,Jo11nded… |
Sequence 286The Cobb School has a process in place to iden- tify students who would benefit from a modifica- tion of the program (see… |
Sequence 287nificant improvement has been noted, the teacher and/ or program coordinator will contact the parents. Any other relevant Cobb… |
Sequence 288ties, and may be used as a preliminary quantitative measure when identifying students with special needs. The learning… |
Sequence 289The Cobb School Montessori Process for Helping Students with Learning Needs Student's name, ___________________ _ Date… |
Sequence 290The Cobb School Montessori Teacher's Referral Student's name ___________________ _ Date of Birth ________ _… |
Sequence 291List and describe strategies that have been used with the child: Results of those strategies: Suggestions/ recommendations… |
Sequence 292The Cobb School Montessori Parents' Inquiry* Student's name ___________ _ Date of Birth. ____________ _ Parents… |
Sequence 301291 O’Shaughnessy • Epilogue: The Child and the Environment to Adolescence 98). Here the children are allowed to explore… |
Sequence 5246 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 around their homes, too. And they often wrote about this out-of- school… |
Sequence 5347 Chawla • The Natural World as Prepared Environment I did find, however, that among the authors who recorded these… |
Sequence 5650 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 that it is nature and culture together that give these experiences their… |
Sequence 6458 The NAMTA Journal • Vol. 39, No. 1 • Winter 2014 Chawla, L. In the First Country of Places: Nature, Poetry and Childhood… |
Sequence 148142 The NAMTA Journal • Vol. 40, No. 1 • Winter 2015 The Cobb School has a sister school in Bhutan, which is a small kingdom… |
Sequence 151145 Cobb • Grace and Courtesy for the Whole School have made every effort to make sure that the children can meet their… |
Sequence 7366 Bronder, Ann Kenny. (1981). Lasting impressions: The Montessori approach. Momentum,.!±_, 36-37, (2). Brooklyn Eagle. (… |